In their massive collection of essays on theological
education in Africa, Handbook of
Theological Education in Africa, editors Isabela Apawo Phiri and Dietrich
Werner conclude that areas to pursue include the following.[1] One can see certain assumptions about
theological education and the Church in this list that come from a more
liberal, Western perspective in points ii, v, and possibly vii (not if ‘ecumenical’
means simply ‘interdenominational but orthodox’).
i.
‘creeping secularisation and non-religiosity’
ii.
‘inter-confessional (ecumenical) planning and
coordination’
iii.
Bible translation from original languages into
African languages as the Bible is shaping African Christianity
iv.
Cooperation in theological education between
institutions to play to strengths and avoid competition
v.
Dialogue with other religions in Africa
vi.
Involvement of Churches, particularly in contributing
the pragmatic realities of the Church and culture to the more theoretical
discussion of academia
vii.
Ecumenical working and living together (rather
than the separate development of denominational seminaries)
viii.
Promoting resources, recordings, and
publications
ix.
Strengthening networks and amalgamation of
resources
x.
Use of modern technology
A corresponding list of concerns from a more orthodox
Christian perspective might be the following:
i.
Address the challenges of urbanization and
globalization to the Church in Africa, including secularism and Western values
ii.
Separate the liberal theology and agendas of
mainline denominations in the West from Biblically focussed, theological education
in Africa
iii.
Establish certain centres on the continent where
classical theological education is taught at the post-graduate level for the
Church in Africa to have Biblically educated, orthodox theologians: Biblical
studies in the original languages and historical theology as the core curriculum
iv.
Cooperate in theological education without
compromise of either theological orthodoxy or mission by sharing resources
v.
Teach to ministerial realities in Africa,
including a knowledge of Christianity, other religions, theologies, social
challenges, ethics, and ministry in Africa; and teach to the reality of various
academic levels, especially the need for Biblical literacy for all to equip everyone
to engage the world and live faithfully before God
vi.
Integrate theological education with spiritual
formation and ministerial training through internships and mentoring in
ministry
vii.
Offer a communal educational training and
formation that includes the diverse traditions within an orthodox, Evangelical
confession
viii.
Develop resources for theological education that
are relevant and affordable in the African context
ix.
Promote
networks that encourage academic strength, spiritual health, and ministerial
competence in Africa
x.
Develop various modes of delivery to meet the
vast array of needs in theological education at different levels and in
different geographical contexts in Africa, and do so by keeping costs low
Frankly, there are many more important areas to pursue for
theological education in Africa.
Southern Africa has some unique challenges, given the devolution of the general educational
system in South Africa since the 1970s, except in its elite schools. Higher education is in an increasing crisis
in South Africa in general, and the problems also touch theological education.
[1]
Isabela Apawo Phiri and Dietrich Werner, Handbook
for Theological Education in Africa (Eugene, Oregon: Wipf & Stock,
2013).
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